Categorical Programs
Homeless Services / McKinney-Vento
Homeless Children and Youth Resources
The McKinney-Vento Education of Homeless Children and Youth Assistance Act is a federal law that ensures immediate enrollment and educational stability for homeless children and youth. McKinney-Vento provides federal funding to states for the purpose of supporting district programs that serve homeless students.
Defining Homeless
The McKinney-Vento Act defines homeless children as "individuals who lack a fixed, regular, and adequate nighttime residence." The act provides examples of children who would fall under this definition as:
- Children and youth sharing housing due to loss of housing, economic hardship or a similar reason
- Children and youth living in motels, hotels, trailer parks, or campgrounds due to lack of alternative accommodations
- Children and youth living in emergency or transitional shelters
- Children and youth abandoned in hospitals
- Children and youth whose primary nighttime residence is not ordinarily used as a regular sleeping accommodation (e.g. park bench, etc.)
- Children and youth living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations
- Migratory children and youth living in any of the above situations
The Federal McKinney-Vento Homeless Education Assistance Act requires:
- School Districts must provide educational stability for students in temporary and transitional housing situations.
- School Districts must provide immediate access to school for students in temporary and transitional housing situations.
- School Districts must appoint a liaison for students in temporary and transitional housing situations.
- School Districts must serve student in temporary and transitional housing situations with Title I Funds.
Educational Rights of Students in Temporary or Transitional Housing Situations:
- The right the stay in their school (school of origin), even if they move out of the school district. Students can remain in their school until the end of the school year even if they find permanent housing.
- The right to immediate school enrollment and full participation in all school activities for eligible students, without proof of residency, immunization records, or other medical records, school records, or other documents.
- The right to get transportation to their school of origin provided or arranged by the school district, or a joint effort between school districts.
- The right to attend school district pre-school programs.
- The right to access to all school services including free school meals, services for English language learners, special education, Title I services, vocational/technical education, gifted and talented services, and before and after-school care, as needed.
- The right to have disagreements over enrollment with the school settled quickly, and attend the school the student selects while the disagreement is being settled.
- The right to the same opportunity to meet the same high academic standards as all students.
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For more information, contact your child's school counselor or Catheleen Scott at 509-559-4591 or email cascott@cheneysd.org.
Learning Assistance Program
LAP offers supplemental services for K–12 students scoring below grade-level standard in English language arts (ELA) and mathematics. These services focus on accelerating student growth to make progress towards grade level. They may include academic readiness skill development or behavior supports. These services address barriers preventing students from accessing core instruction. The intent is for LAP students to increase academic growth during the period of time they are provided services. LAP emphasizes research-based best practices designed to increase student achievement. http://www.k12.wa.us/LAP/default.aspx
Student Eligibility (RCW 28A.165.015)
A student is eligible for LAP services if he/she scores below grade-level standard in ELA or mathematics. Districts must use multiple measures of performance in determining student eligibility.
LAP Readiness to Learn (RTL) programs are designed to serve students significantly at risk of not being successful in school. These students do not need to have been identified as scoring below grade-level standard in math or ELA to participate in RTL programs. Each district determines the eligibility criteria for student participation in RTL programs.
K-4 Focus First (RCW 28A.165.005)
Strengthening Student Educational Outcomes (SSEO), ESSB 5946 (2013) and amended by SSB 5803 (2015) included several school and district mandates related to K-4 literacy.
Districts implementing LAP services must:
- Focus first on addressing the needs of K–4 students in reading or reading readiness skills;
- Use data when developing programs;
- Provide the most effective and efficient practices when implementing supplemental instruction; and
Approximately 50 percent of LAP-enrolled students are in grades K-4 and receiving ELA or readiness services.
Readiness To Learn (WAC 392-162-041)
Up to five percent of a district’s total LAP allocation may be used for activities associated with Readiness to Learn (RTL).
RTL programs provide academic and non-academic supports for students at risk of not being successful in school. They may be offered in partnership with community-based organizations. The goal of RTL is to reduce barriers to learning, strengthen engagement, and ensure all students are able to attend school ready to learn.
The district’s school board must approve any community-based partnerships.
Washington State Laws and Regulations
- Chapter 392-162 WAC SPECIAL SERVICE PROGRAM—LEARNING ASSISTANCE
- RCW 28A.165.005 Section (2) Focus on reading literacy
- RCW 28A.165.035 Section (2) Development and use of state menus of best practices and strategies
Title 1
Title I, Part A is a federal program that serves the unique needs of children — kindergarten to grade 12 — who struggle to learn. Title I programs and services provide customized instruction and curricula that helps these students meet academic standards and take an active, engaged interest in what they learn and can do. As the oldest and largest federal education program, Title I programs build equity of opportunity for children whose struggles often keep them on the academic sidelines.
Every Student Succeeds Act (ESSA)
The Every Student Succeeds Act (ESSA) replaced No Child Left Behind (NCLB) on December 10, 2015, as the re-authorization of the Elementary and Secondary Education Act (ESEA).
Title 1, Part A consists of two models or programs, Schoolwide and Targeted Assistance
Schoolwide Program — TITLE I, Part A We use the term schoolwide to describe a comprehensive model of support for students. All students benefit from the interventions and services made possible through a schoolwide program, however, schools place their instructional emphasis on those learners who struggle to learn prioritized acacemic standards that are needed for many aspects of their schooling and throughout life. Schools under the School Wide Program: Betz Elementary, Salnave Elementary, Snowdon Elementary, Sunset Elementary, Windsor Elementary, Three Springs High School.
Targeted Assistance Model – Title I, Part A targeted assistance program centers academic support and related interventions and services and on a specific group of students — at risk not to meet state standards. Schools under the Targeted Assistance Model: No Cheney schools are currently in a Targeted Assistance Model.
Standards-based, Accountable, Connected to Families As the oldest and largest federal education program, Title I programs build equity of opportunity for children whose struggles often keep them on the academic sidelines. Effective schoolwide programs have the potential to support great teaching and build durable skills for learning. Eligible districts supplement the allocation they get through Washington state’s Basic Education Act (BEA) with Title I, Part A dollars. These funds never replace (supplant) BEA dollars.
Parent and Family Engagement (PFE) in Title I, Part A Programs
Parent and Family Engagement (PFE) in a child’s education is a greater predictor of academic success than whether or not that family is affluent or poor. That’s why Title I, Part A program regulations insist on robust parent and family engagement activities at every school where federal funds support effective teaching and engaged learning.
What Is Parent and Family Engagement?
Currently Title I, Part A defines parent involvement as the ...participation of parents in regular, two-way and meaningful communications with school staff that involves the student, addresses learning and engages the family in school activities.
The Every Student Succeeds Act (ESSA) refers to this as Parent and Family Engagement starting in 2017-18.
Why Does Parent and Family Engagement Matter?
Research tells us that students with engaged parents and families, are more likely to:
- Learn to read faster (Exhibit faster rates of literacy acquisition.)
- Have higher grades and test scores.
- Are promoted and take more challenging classes.
- Adapt better to school and have better attendance.
- Have better social skills and behavior.
- Graduate.
- Go on to community/technical college or university.
The Cheney Public Schools Policy on Parent Involvement is located at the bottom this page.
All board policies can be found on the Cheney School District website.
Complaints Related to Federal Programs
A citizen complaint is a written statement that alleges a violation of a federal rule, law or regulation or state regulation that applies to a federal program.
- Anyone can file a citizen complaint.
- There is no special form.
- There is no need to know the law that governs a federal program to file a complaint.
For additional information on citizen's complaints, please go to http://www.k12.wa.us/TitleI/CitizenComplaint.aspx
For additional information regarding federal programs, please go to http://www.k12.wa.us/TitleI/default.aspx for a full detail of Title 1, Part A.